Decoding paradoxical identities: The discourse construction of left-behind children in news reports

Abstract

This paper presents an empirical corpus-based study on the identity of left-behind children in China, employing the discourse-historical approach (DHA) framework. It is the first study to combine Latent Dirichlet Allocation (LDA) topic modeling and reported speech analysis to examine how China Daily constructs the identity of left-behind children and explore the cultural and rhetorical factors influencing this identity construction. By integrating computational techniques and qualitative analysis methods, this study provides a comprehensive understanding of the intricate nature of identity construction for left-behind children. This interdisciplinary approach strengthens the theoretical foundations of media analysis and offers fresh insights into the dynamics of media discourse. The findings reveal that China Daily portrays left-behind children in a multifaceted and diverse manner, encompassing both positive and negative aspects, while placing emphasis on their vulnerability and passivity. Furthermore, the media employs communication techniques such as identification by sympathy, antithesis, and inaccuracy to establish emotional resonance and foster audience identification, ultimately influencing the audience’s perspectives on these children.